Will I ever teach? Latino and African American students' perspectives on PRAXIS I

American Educational Research Journal

Volumn 43, Issue 3, 2006, Pages 531-575

  Bennett, Christine I ^a,b   McWhorter, Lynn M ^a,b   Kuykendall, John A ^a,c  

^a INDIANA UNIVERSITY   (United States)

^b INDIANA UNIVERSITY   (United States)

^c MARQUETTE UNIVERSITY   (United States)

Author keywords

Equity in teacher education; PRAXIS I bias; Recruitment of teachers of color

Indexed keywords

EID: 33749244312     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312043003531     Document Type: Review

References (69)

1. Allen, B. A., & Boykin, A. W. (1992). African-American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21, 586-596.
2. Anastasi, A. (1988). Psychological testing. New York: Macmillan.
3. Ayers, J. B. (1989). The NTE, PPST, and classroom performance. Nashville: Tennessee Higher Education Commission.
4. Banks, J. A. (1981) Multiethnic education: Theory and practice. Boston: Allyn & Bacon.
5. Belgrave, F. Z., Brome, D. R., & Hampton, C. (2000). The contribution of Africentric values and racial identity to the prediction of drug knowledge, attitudes, and use among African American youth. Journal of Black Psychology, 26, 386-401.
6. Bennett, C. I. (1984). Interracial contact experience and attrition among Black undergraduates at a predominantly White university. Theory and Research in Social Education, 12(2), 19-47.
7. Bennett, C. I. (2002), Enhancing ethnic diversity at a Big Ten university through Project TEAM: A case study in teacher education. Educational Researcher, 31(2), 21-29.
8. Bennett, C. I., & Bean, J. (1984). A conceptual model of Black student attrition at a predominantly White university. Journal of Educational Equity and Leadership, 4, 173-178.
9. Bennett, C. I., Cole, D., & Thompson, J.-N. (2001). Preparing teachers of color at a predominantly White university: A case study of Project TEAM. Teaching and Teacher Education, 16, 445-464.
10. Bennett, C. I., & Okinaka, A. (1990). Factors related to persistence among Asian, Black, Hispanic, and White undergraduates at a predominantly White institution: Comparisons between first and fourth year cohorts. Urban Review, 22, 33-60.
11. Boykin, A. W., & Toms, F. D. (1985). Black child socialization: A conceptual framework. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 33-51). Beverly Hills, CA: Sage.
12. Crain, W. (2004). Biased tests. Encounter, 17(3), 2-4.
13. Cross, W. E., Jr, (1972). The Negro-to-Black conversion experience. Black World, 20(9), 13-27.
14. Cross, W. E., Jr. (1989). Shades of Black: Diversity in African-American identity. Philadelphia: Temple University Press.
15. Cross, W. E., Jr. (1995). The psychology of nigrescence: Revising the Cross model. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 93-122). Thousand Oaks, CA: Sage.
16. Duran, R. P. (1986). Predictors of Hispanics' college achievement. In M. S. Olivas (Ed.), Latino college students (pp. 221-245). New York: Teachers College Press.
17. Dybdahl, C. S., Shaw, D. G., & Edwards, D. (1997). Teacher testing: Reason or rhetoric. Journal of Research and Development in Education, 30, 248-254.
18. Evans, N.J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
19. Feagin, J. R., & Feagin, C. B. (1978). Discrimination American style: Institutional racism and sexism. Englewood Cliffs, NJ: Prentice Hall.
20. Feagin, J. R., Vera, H., & Imani, N. (1996). The agony of education: Black students at White colleges and universities. New York: Routledge.
21. Fields, C. M. (1988). The Hispanic pipeline: Narrow, leaking, and needing repair. Change, 20(3), 20-27.
22. Flippo, R. F. (2003). Canceling diversity: High stakes teacher testing and the real crisis. Multicultural Perspectives, 3(4), 42-45.
23. Ford, M. L. (1979). The development of an instrument for assessing levels of ethnicity in public school teachers. Unpublished doctoral dissertation, University of Houston.
24. Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the burden of 'acting White.' Urban Review, 18, 176-206.
25. Foster, M. (1995). African American teachers and culturally relevant pedagogy. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 570-581). New York: Macmillan.
26. Garcia, P. A. (1985). A study on teacher competency testing and test validity with implications for minorities and the results and implications of the use of the Pre-Professional Skills Test (PPST) as a screening device for entrance into teacher education programs in Texas. Edinburg, TX: Pan American University.
27. Gibson, M. A. (2002). The new Latino Diaspora and educational policy. In S. Wortham, E. G. Murillo, Jr., & E. T. Hamann (Eds.), Education in the new Latino Diaspora: Policy and the politics of identity (pp. 241-252). Westport, CT: Ablex.
28. Grant, C. A. (2004). Oppression, privilege, and high-stakes testing. Multicultural Perspectives, 6, 3-11.
29. Helms, J. E. (1995). An update of Helms's White and people of color identity models. In J. G. Ponterotto, J. M. Casa, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 181-198). Thousand Oaks, CA: Sage.
30. Heubert, J. P., & Hauser, R. M. (Eds.). (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press.
31. Hicken, S. (1992). The Pre-Professional Skills Test: How it affects teacher aspirants and predicts performance in teacher preparation programs. Urban Review, 24, 253-261.
32. Kemmis, S., & McTaggart, R. (1982). The action research planner. Geelong, Australia: Deakin University Press.
33. Land, D., & Legters, N. (2002). The extent and consequences of risk in U.S. education. In Educating at-risk students: 101st yearbook of the National Society for the Study of Education, Part II (pp. 1-28). Chicago: University of Chicago Press.
34. McMahon, S. D., & Watts, R. J. (2002). Ethnic identity in urban African American youth: Exploring links with self worth, aggression, and other psychosocial variables. Journal of Community Psychology, 30, 411-431.
35. McNeil, L. M. (2000). Contradictions of reform: The educational costs of standardized testing. New York: Routledge.
36. Memory, D. M., Coleman, C. L., & Watkins, S. D. (2003). Possible tradeoffs in raising basic skills cutoff scores for teacher licensure: A study with implications for participation of African-Americans in teaching. Journal of Teacher Education, 54, 217-227.
37. Mikitovics, A., & Crehan, K. D. (2002). Pre-Professional Skills Test scores as college of education admission criteria. Journal of Educational Research, 95, 215-223.
38. Minnesota Board of Teaching. (1991). Report of Minnesota's three-year administration of the Pre-Professional Skills Test 1987-1990. St. Paul, MN: Author.
39. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author.
40. National Education Association. (2003). 2002 tomorrow's teachers: Help wanted: Minority teachers. Washington, DC: U.S. Office of Education.
41. National Research Council. (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press.
42. Orfield, O., Losen, D., Wald, J., & Swanson, C. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: Civil Rights Project, Harvard University.
43. Padron, Y. N. (1994). Comparing reading instruction in Hispanic/limited-English-proficient schools and other inner-city schools. Bilingual Research Journal, 18(1-2), 49-66.
44. Phinney, J. (1996). When we talk about ethnic groups, what do we mean? American Psychologist, 51, 918-927.
45. Roberts, R. E., Phinney, J. S., Masse, L. C., Chen, Y. R., Roberts, C. R., & Romero, A. (1999). The structure of ethnic identity of young adolescents from diverse ethno cultural groups. Journal of Early Adolescence, 19, 301-322.
46. Ross, F. (2005). State level policy change through case study. Manuscript submitted for publication.
47. Salzman, S. A. (1991). Selecting the qualified: Predictors of student teacher performance. Pocatello: Idaho State University.
48. Sarraf, S. (2003). Graduation and teacher certification rates for Project TEAM participants (memorandum). Bloomington: Office of Institutional Research, Indiana University.
49. Sedlacek, W. E. (1987). Black students on White campuses: 20 years of research. Journal of College Student Personnel, 28, 84-95.
50. Smith, E. P., Walker, K., Fields, L., Brookins, C. C., & Seay, R. C. (1999). Ethnic identity and its relationship to self-esteem, perceived efficacy and prosocial attitudes in early adolescence. Journal of Adolescence, 22, 867-880.
51. Smith, G. P. (1987a). The effects of competency testing on the supply of minority teachers. Jacksonville: University of North Florida.
52. Smith, G. P. (1987b). The impact of competency tests in teacher education: Ethical and legal issues in selecting and certifying teachers. In M. Haberman & J. M. Backus (Eds.), Advances in teacher education (Vol. 3, pp. 218-249). Norwood, NJ: Ablex.
53. Snow, M. B. (1995). The Nevada competency testing program for educational personnel. Carson City: Nevada Department of Education.
54. Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
55. Steele, C. M. (1997). A threat is in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
56. Steele, C. M. (2001). Stereotype threat and student achievement. In T. Perry, C. Steele, & A. Hilliard (Eds.), Young, gifted and Black: Promoting high achievement among African American students (pp. 109-130). Boston: Beacon Press.
57. Steele, C. M. (2004). Not just a test. Nation, 278(17), 38-41.
58. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
59. Steele, C. M., & Aronson, J. (2004). Stereotype threat does not live by Steele and Aronson (1995) alone. American Psychologist, 59, 47-48.
60. Sutton, R. E. (1997). Equity and high stakes testing: Implications for computerized testing. Equity and Excellence, 30, 5-15.
61. Tannenbaum, R. J., & Rosenfeld, M. (1994). Job analysis for teacher competency testing: Identification of basic skills important for all entry-level teachers. Educational and Psychological Measurement, 54, 199-211.
62. Valdes, G. (1996). Con respeto: Bridging the distance between culturally diverse families and schools. An ethnographic portrait. New York: Teachers College Press.
63. Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany: State University of New York Press.
64. Vigil, J. D. (2004). Gangs and group membership: Implications for schooling. In M. Gibson, P. Gandara, & J. P. Koyama (Eds.), School connections: U.S. Mexican youth, peers, and school achievement (pp. 87-106). New York: Teachers College Press.
65. Villenas, S. (2002). Reinventing educación in new Latino communities: Pedagogies of change and continuity in North Carolina. In S. Wortham, E. G. Murillo, Jr., & E. T. Hamann (Eds.), Education in the new Latino Diaspora: Policy and the politics of identity (pp. 17-35). Westport, CT: Ablex.
66. Wakefield, D. (2003). Screening teacher candidates: Problems with high stakes testing. Educational Forum, 67, 380-388.
67. Waters, E. (1995, September 17). Claude Steele has scores to settle. New York Times Magazine, pp. 45-47.
68. Wortham, E., Murillo, G., & Hamann, E. T. (Eds.). (2001). Education in the new Latino Diaspora: Policy and the politics of identity. Westport, CT: ABLEX.
69. Young, I. M. (2000). Five faces of oppression. In M. Adams, W. Blumfeld, R. Castaneda, H. Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism and classism (pp. 35-49). New York: Routledge.